EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips

By Amy M. Kamarainen, Shari Metcalf, Tina A. Grotzer, A. Browne, Diana Mazzuca, S. Tutwiler, C. Dede. Comput. Educ., 2013

489 citations recorded by the source corpus.

Positioned in the context of situated learning theory, the EcoMOBILE project combines an augmented reality (AR) experience with use of environmental probeware during a field trip to a local pond environment. Activities combining these two technologies were designed to address ecosystem science learning goals for middle school students, and aid in their understanding and interpretation of water quality measurements. The intervention was conducted with five classes of sixth graders from a northeastern school district as a pilot study for the larger EcoMOBILE project, and included pre-field trip training, a field trip to a local pond environment, and post-field trip discussions in the classroom. During the field experience, students used mobile wireless devices with FreshAiR(TM), an augmented reality application, to navigate the pond environment and to observe virtual media and information overlaid on the physical pond. This AR experience was combined with probeware, in that students collected water quality measurements at designated AR hotspots during the experience. We studied the characteristics of learning and instruction using measures of student attitudes, content learning gains, and opinions teachers provided via written and verbal feedback. We observed gains in student affective measures and content understanding following the intervention. Teachers reported that the combined technologies promoted student interaction with the pond and with classmates in a format that was student-centered rather than teacher-directed. Teachers also reported that students demonstrated deeper understanding of the principles of water quality measurement than was typical on prior field trips without these technologies and that students had expanded opportunities to engage in activities that resemble scientific practice. Overall, results of the students' surveys and teacher feedback suggest that there are multiple benefits to using this suite of technologies for teaching and for learning.

Subfields: Computer Vision and Pattern Recognition, Developmental and Educational Psychology, Information Systems

View Paper: https://www.semanticscholar.org/paper/1dd10672f61252d1830d247f51de57631bc42da5

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Citations in the corpus

Augmented Reality Teaching and Learning (2014, background): “In addition, the roles can be used to scaffold and model collaborative research roles, which closely approximate authentic scientific practices (Kamarainen et al., 2012; Klopfer & Sheldon, 2010; Rosenbaum et al., 2006; Squire et al., 2007; Squire & Jan, 2007).”
Augmented reality in science laboratories: The effects of augmented reality on university students' laboratory skills and attitudes toward science laboratories (2016, background): “Embodying the learner control principle, AR helps learners to take control of their learning and enables them to work independently, at their own pace (Kamarainen et al., 2013).”
Advantages and challenges associated with augmented reality for education : A systematic review of the literature (2017, background): “Nearly 10% of our reviewed studies reported that AR technology promotes more interaction among students (Kamarainen et al., 2013), and more between students and the learning material e thus facilitating “learning by doing” (Hsiao et al., 2012).”
A review of using Augmented Reality in Education from 2011 to 2016 (2017, background): “However, it can adopted in museum[23], [11], library[24], and field trip[13], [25].”
Augmenting the learning experience in primary and secondary school education: a systematic review of recent trends in augmented reality game-based learning (2019, methodology): “2012), natural science (Hsiao et al. 2012; Kamarainen et al. 2013; Ruiz-Ariza et al. 2017), physical science (Bressler and Bodzin 2013; Cai et al.”
Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness (2014, result): “Those findings seem to support the outcomes of research studies (Andujar, Mejias, & Marquez, 2011; Chen, Chi, Hung, & Kang, 2011; Kamarainen et al., 2013; Kaufmann & Schmalstieg, 2003; Lin, Duh, Li, Wang, & Tsai, 2013), which showed that AR technology contributed to improve academic achievement…”
Augmented Reality Trends in Education: A Systematic Review of Research and Applications (2014, background): “A possible explanation of this is that AR has demonstrated to be effective when applied to lab experiments (Ibáñez, Di Serio, Villarán, & Delgado Kloos, 2014; Lin, Duh, Li, Wang, & Tsai, 2013; Enyedy, Danish, Delacruz, & Kumar, 2012), ecology (Wrzesien & Alcañiz Raya, 2010), field trips (Kamarainen ”
A self-regulated flipped classroom approach to improving students' learning performance in a mathematics course (2016, background): “In student-centered learning activities, fostering students’ active learning and solving their individual learning problems have been identified as the keys to improving their learning performance (Chang, Hsiao, & Barufaldi, 2006; Kamarainen et al., 2013).”